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The scope and sequence, no more 180 days, time guidance for each component

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EVERYONE has been concerned about the number of days!

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I expect my teachers to be excited about the timing improvements: Scope and sequence improvements, proposed time stamps

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How do you recommend managing questions/expectations when teachers, coaches, and leaders realize they no longer have access to the slide decks, videos, etc from the Carnegie version? Is TEA is working on these types of tools?

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Pacing Support, 165 day Scope and Sequence, and Same Structure with enhancements

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Pacing Support, 165 day Scope and Sequence, and Same Structure with enhancements

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Teachers need to be able to customize curriculum for the needs of their students.

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165 Days & 100% TEKS-Alignment

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Pacing, timing recommendations, consistency with amount of units and only an end of module assessment

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End of Topic Assessments are great! In addition to a more focused scope and sequence

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End of Topic Assessments are great! In addition to a more focused scope and sequence

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Teachers will appreciate the time guidance, especially new teachers.

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Many of the enhancements and additions are a result of listening to teachers who have been using the other versions.

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Scope and Sequence down to 165

TEKS alignment

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The scope and sequence to 165 days, the time stamps to support pacing lessons, 100% aligned to TEKS

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Stronger alignment to reduce the amount of time filtering "may do" from "must do" components during internalization.

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I am really excited about all of the planning documents being a part of the Teacher's Implementation Guide so everything is right in front of teachers.

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Each grade is a bit more consistent which can help with scheduling school wide events. i.e. Module Internalization. And only having end of unit assessments.

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How do you ensure customization doesn't lead to compromised products, or result back to district assessments vs. product assessments?

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How do you ensure customization doesn't lead to compromised products, or result back to district assessments vs. product assessments?

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The vetting process....and the benefits of alginment for student learning.

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I expect it will shift away from how to time stamp to how to implement within the time stamps.

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Possibly a better argument same K-8 math materials.

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Possibly a better argument same K-8 math materials.

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Some districts I worked with for K-5 were hesitant to jump to something that appeared to be so different from the K-5 materials. This appears to at least look similar enough that it might help the conversation.

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Will daily exit tickets be added for the secondary product to align with the elementary product?

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Frequent check-ins to ensure common language and consistency

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Part of best practices is ensuring that there are daily exit tickets to help the teacher respond to data. Do these 4- 45 minute sessions provide teachers with an opportunity to measure comprehension prior to continuing to build on student knowledge?

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MATHia is a separate purchase correct? Is there guidance for those independent days?

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Teachers will need support with internalizing lessons to ensure they see the enhancements to lessons.

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I think the staff I work with will be happy with the enhancements to the curriculum.

As a Texas Lesson Study coach, I will continue to assist teachers in weekly PLCs with internalization and implementation strategies.

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Need time to chunk new knowledge and process with teachers

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Need time to chunk new knowledge and process with teachers

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Will teachers have access to slide decks aligned to the new materials?

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I think I will be busier as more schools adopt this curriculum.

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As has been the trend to this point, making sure that there is consistency in both frequency of communication and in the content of communication

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Continuing constant communication and ensuring you are sharing the same message

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Positive....transition from the old mini van to the newer version with bells and whistles....

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What was eliminated from the initial CER rollout to help make this shift happen?

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Will there be alignment of Mathia to Bluebonnet? If not, will there be any online practice opportunity provided?

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The shift from CER to Bluebonnet won't be a heavy one. As a product advisor, our support will be centered around easing the minds of teachers and support them with navigating the enhancements through internalization.

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Consistency in implementation, language, etc. Frequent communication with the IA will ensure we are on the "same page" when assisting our campuses.

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Are there plans to make the materials more easily accessible? Right now there are a LOT of clicks to find the files in the Texas Gateway. Also - these materials do not show up if we search for Bluebonnet in the Gateway.

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The Content Organization document is awesome!

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I am excited that there is something to help explain why the scope and sequence is designed the way that it is.

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I think that these guides will be very helpful in organizing teachers and ensuring that there is consistency between grade levels and within grade levels.

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The Program Level Content Organization guide is really going to assist me during PLC meetings...alignment/explanation....past-present-future.

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The asssessment analysis tool will be great for making decisions based on data and narrowing in on the skills where students are struggling.

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I'm intrigued about the response to student performance. It might help teachers do a better job of diagnosing where the misunderstanding is occurring and how to proceed once pinpointed.

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The documents provide a lot more clarity on what the resources available are and how to use them! This is a huge shift from just a few years ago.

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There may be a few questions as it relates to Warm-ups not being present at the beginning of lesson.

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I appreciate that electronic copies of the Topic Assessments are available to districts.

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Will technology enhanced versions of the assessment items (aligned with the QTI) be available through DMAC and/or Eduphoria?

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How to access the materials, when they will receive the materials, if they'll get the materials in time before summer training, etc.

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Districts will ask about how to pay for printed materials. We need to know about the various pots of money that the legislature has made available for this purpose.

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For those LEAs that have already adopted HQIM: CER, they will most likely have a challenge in finding various resources, or understanding what is new that is helpful.

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Building a master schedule that will accommodate the instructional days

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Teachers have invested a lot of time and energy into internalizing and annotating their CL TIGs. I anticipate that they may be tempted to use their "old" annotated TIGs rather than re-do all of that in a BL version.

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Teachers who are not comfortable or confident with teaching math with a balance of conceptual and procedural.

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How do I address a teacher who wants to teach from the 24-25 Resources instead of moving forward to the new Bluebonnet resources (as the school has chosen to do)?

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Aligning grading expectations to BB Math

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Teachers resisting the need to internalize Bluebonnet (after already going through the process with CL), and seeing the value in reviewing the new enhancements of the lesson and/or supports within the lessons.

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For schools who have been using CL, it may be difficult to learn to navigate the new platform to access their materials.

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-Being prepare for wifi outage...therefore printed materials, having notebook paper available, students go to the board to show proof of understanding, using an overheard. Limited laptops...

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Teachers may feel frustrated with change, perceiving Bluebonnet as an additional burden after dedicating time and effort to implementing with previous resource.